O texto dramático e o folheto de cordel: a literatura popular em sala de aula.

Abstract

In this research we performed and reported an experiment on reading the dramatic text O casamento suspeitoso by Ariano Suassuna and the booklet Vida e testamento de Cancão de Fogo, in a high school senior class of a public school located in the city of Campina Grande - PB. The aim of the experiment was generally to reflect on how is the reception of works considered canonical and popular, from the following problems: How is the reception of the booklet Vida e testamento de Canção de Fogo and the dramatic text O casamento suspeitoso in a high school senior class? Are students able to observe the connection between the two works? Can popular culture, present in both works, somehow be a space for the readers' projection and reflection? The main instruments for data collection were audio recordings of all the meetings, questionnaires answered by the students and the Portuguese Language teacher who was responsible for the class and mediator's research journal. As theoretical references, we used the reflections of theorists as Jauss (1979), Iser (1999), regarding the reception of the literary text; Marinho and Pinheiro (2012), Cosson (2006), Rouxel (2013), Silva (2016), Paulino and Cosson (2009) Costa (2004), regarding literature teaching; Abreu (1999); Ayala (1997), Curran (1886), Diégues Júnior (1986), Ribeiro (1987), with regard to the cordel booklet, Nuñes and Pereira (1999), Magaldi (1985), Santini ), Rosenfeld (1996), Tavares (2007, Bender (1996) as regards the dramatic text, among others. The results of this research indicate the work with the dramatic text and the cordel booklet is quite rewarding, allowing students to relate their reality to the fictional world. Through both literary genres it is possible for the fun to be present in the classroom through the laughter and playfulness that comedy is capable of unleashing, without neglecting pertinent issues to our society such as corruption, hypocrisy and human character, timeless topics that lead us to think about the context in which we are inserted. The results also show that the methodology that privileges the literary text is capable of triggering rich learning experiences - once the students are able to make inferences that take up aspects discussed by several scholars - and awaken the taste for reading. Through the experiment it is possible to affirm that the students are autonomous in interpreting the text and connecting the knowledge of world and their own experiences, emphasizing, therefore, the humanizing character of the literature.